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All Journal Psikodidaktika: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Jurnal Komprehenshif Inovasi Pendidikan dan Anak Usia Dini TSURAYYA: Journal of Education, Economy and Religia
Ellen Prima
Universitas Islam Negeri Profesor Kiai Haji Saifuddin Zuhri Purwokerto
Education Social Sciences Other

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CAREGIVING CHALLENGES AND FAMILY RESILIENCE  AMONG PARENTS OF CHILDREN WITH AUTISM SPECTRUM DISORDER IN PURWOKERTO Ellen Prima
Psikodidaktika Vol 11 No 1 (2026): Jurnal Psikodidaktika
Publisher : Guidance and counseling the university of Prof. Dr. Hazairin. SH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32663/psikodidaktika.v11i1.5561

Abstract

Autism Spectrum Disorder (ASD) merupakan kondisi neurodevelopmental kompleks yang tidak hanya menimbulkan tantangan dalam komunikasi dan perilaku, tetapi juga menghadapkan keluarga pada stigma dan beban psikososial yang signifikan. Penelitian ini bertujuan untuk mengeksplorasi pengalaman pengasuh anak dengan ASD di Purwokerto melalui perspektif Family Empowerment dan Stigma Theory. Desain penelitian menggunakan analisis tematik dengan data yang dikumpulkan dari 15 pengasuh (N1–N15) melalui wawancara semi-terstruktur antara Maret hingga November 2024. Hasil penelitian mengungkap empat tema utama: kesulitan pengasuhan, penerimaan dan pertumbuhan pribadi, mekanisme coping keluarga, serta interaksi sosial. Para pengasuh melaporkan distress emosional yang intens saat menerima diagnosis, dengan beberapa mengalami rasa bersalah, depresi, bahkan ide bunuh diri. Beban ekonomi juga signifikan, dengan biaya rehabilitasi bulanan berkisar Rp20–45 juta, yang sering memaksa salah satu orang tua berhenti bekerja untuk merawat penuh waktu. Meskipun menghadapi tantangan berat, keluarga menunjukkan resiliensi, di mana penerimaan dan pemberdayaan menjadi titik balik yang mengubah kerentanan menjadi kekuatan. Dukungan komunitas dan lingkungan inklusif diidentifikasi sebagai faktor penting dalam mengurangi stigma dan memperkuat kesejahteraan keluarga. Penelitian ini menyimpulkan bahwa stigma berfungsi sebagai beban ganda—internal dan eksternal—sementara Family Empowerment menjadi strategi penting untuk meningkatkan resiliensi pengasuh, memperbaiki hasil perkembangan anak, serta memberikan dasar bagi intervensi kebijakan di Indonesia.
Peran Psikologi Pendidikan dalam Mengoptimalkan Pembelajaran Individu Alkham Nur Ghozali; Ellen Prima
Komprehensif Vol 4 No 1 (2026)
Publisher : CV Edu Tech Jaya

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Abstract

Psikologi pendidikan merupakan salah satu cabang ilmu yang berperan penting dalam memahami proses belajar serta karakteristik individu yang memengaruhi keberhasilan pembelajaran. Artikel ini bertujuan untuk menganalisis peran psikologi pendidikan dalam mengoptimalkan pembelajaran individu melalui pemahaman terhadap teori-teori belajar, perbedaan karakteristik peserta didik, motivasi belajar, asesmen pembelajaran, serta strategi pembelajaran yang dipersonalisasi. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kepustakaan (library research). Data diperoleh dari berbagai sumber literatur berupa buku, artikel ilmiah, jurnal, dan dokumen akademik yang relevan, kemudian dianalisis menggunakan teknik content analysis. Hasil kajian menunjukkan bahwa psikologi pendidikan memberikan landasan teoretis dan praktis dalam merancang pembelajaran yang sesuai dengan kebutuhan, kemampuan, minat, dan karakteristik peserta didik. Teori behaviorisme, kognitivisme, konstruktivisme, dan humanisme berkontribusi dalam pengembangan strategi pembelajaran yang efektif. Selain itu, pemahaman terhadap perbedaan individu, gaya belajar, kecerdasan majemuk, serta motivasi belajar memungkinkan pendidik menerapkan pembelajaran yang berdiferensiasi dan dipersonalisasi. Penggunaan asesmen formatif, teknologi pendidikan, serta penciptaan lingkungan belajar yang kondusif juga menjadi faktor penting dalam mendukung keberhasilan pembelajaran individu. Dengan demikian, psikologi pendidikan berperan strategis dalam meningkatkan kualitas proses dan hasil belajar melalui pendekatan yang lebih humanis, adaptif, dan berpusat pada peserta didik.
IMPLEMENTASI SISTEM KETENAGAAN DALAM MENDUKUNG PENDIDIKAN INKLUSIF ANAK USIA DINI DI TK ALAM BATURRADEN, PURWOKERTO Zaviana Dwi Safitri; Ellen Prima
TSURAYYA: Journal Education, Economy and Religia Vol. 1 No. 3 (2026): September: TSURAYYA: Journal Education, Economy and Religia
Publisher : PT. Cadas Insan Madani

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Abstract

Implementing inclusive education for early childhood requires a staffing system that can provide services tailored to the diverse characteristics and needs of students. This study aims to describe how the staffing system is implemented to support inclusive education at TK Alam Baturraden Purwokerto, including the roles and collaboration between educators and professional staff. The study uses a descriptive qualitative approach. Data was collected through observation, interviews, and documentation involving the principal, facilitators, shadow teachers, psychologists, and therapists. Data analysis was carried out through data organization, information grouping, interpretation, and drawing conclusions based on the research findings. The research results show that the staffing system at TK Alam Baturraden is carried out through the involvement and cooperation of various parties, including the principal, facilitators, shadow teachers, psychologists, therapists, and other supporting staff. The school conducts assessments from the start to understand each child's condition and needs, then provides support through shadow teachers and therapy services tailored to each child's developmental needs. Teacher competency is also improved through regular upgrading activities. In addition, the school builds communication with parents through parenting programs, child development reports, and discussions about students' needs. Thus, a collaborative staffing system, needs-based assessment, support, therapy services, and teacher competency development become important elements in supporting inclusive education at TK Alam Baturraden Purwokerto.
Inclusive Education in Early Childhood Education from Mel Ainscow’s Perspective Dewi Yunjiati; Ellen Prima
Inovasi Pendidikan dan Anak Usia Dini Vol. 3 No. 3 (2026): Juli: Inovasi Pendidikan dan Anak Usia Dini
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/inpaud.v3i3.1108

Abstract

This study discusses inclusive education in Early Childhood Education from the perspective of Mel Ainscow. Inclusive education is an educational approach that provides equal learning opportunities for all children without discrimination, including those with diverse learning needs. The purpose of this study is to describe the concept of inclusive education according to Mel Ainscow and to analyze its implementation in the development of early childhood education. This research employs a qualitative approach using library research methods. The data were collected from various written sources, including books, scientific journals, research articles, and documents related to inclusive education and early childhood education. Documentation techniques were used for data collection, while the data were analyzed through content analysis. The findings reveal that according to Mel Ainscow, inclusive education is a continuous process aimed at increasing the participation of all learners and reducing barriers to learning within educational environments. In the context of early childhood education, inclusive education can be implemented through flexible learning methods, child-friendly learning environments, and active collaboration between teachers and parents in supporting children’s development. The implementation of inclusive education also contributes positively to children’s social and emotional development, as they learn to respect diversity from an early age. However, several challenges remain, including limited facilities, insufficient teacher competence, and a lack of public understanding regarding inclusive education. Therefore, collaboration among schools, families, and the government is necessary to create an inclusive, equitable, and diversity-respecting early childhood education system.
Co-Authors Alkham Nur Ghozali Dewi Yunjiati Zaviana Dwi Safitri